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Acknowledgements

Emotional Focus on Other People: Impact on Children’s Source Monitoring Stacie Kovacs Jennifer Rosentrater Nora Newcombe Temple University. Acknowledgements. Meredith Meyer Shannon Pruden & Anthony Dick Temple University Infant Lab Children, parents, and the preschool teachers and directors.

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Acknowledgements

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  1. Emotional Focus on Other People:Impact on Children’s Source MonitoringStacie Kovacs Jennifer RosentraterNora NewcombeTemple University

  2. Acknowledgements • Meredith Meyer • Shannon Pruden & Anthony Dick • Temple University Infant Lab • Children, parents, and the preschool teachers and directors

  3. Memory Declarative Semantic Facts Episodic Events Nondeclarative Skills Motor Perceptual Cognitive Adaptation Level Priming Perceptual Semantic Shifts in Judgment and Preferences Dispositions Simple Classical Conditioning Operant Conditioning Nonassociative Habituation Sensitization

  4. What Is the Relation of Episodic Memory to Autobiographical Memory? Semantic Episodic Paris is the capital “Tree” was on the of France. free recall list. That’s a picture of A picture of that face Al Gore. was in this experiment. I was born in NJ. My picnic last Sunday. That’s a picture of my That’s a picture of the mother. guy I met at Joe’s party. Impersonal Self-Related

  5. Development of Autobiographical Memory • Earliest appearance • Date and describe earliest memory  3 or 3.5 yr • E.g., Mullen (1994) • Reaches adult levels • Know vs recollect  4.6 yr • E.g., Bruce et al. (2000)

  6. A Source Monitoring Framework • Source refers to how, where or from whom one learned a fact • Source also means context or background information • e.g., temporal or spatial information • Source is not a “tag” in memory • Any factor that disrupts the quality of encoding or retrieval will impair later source monitoring

  7. Development of Source Monitoring • Emerges around age 4 • Reaches adult levels around 10 yrs • Various factors affect ability to make source judgments (e.g., suggestibility, source similarity)

  8. Emotional Focus and Source Monitoring • Adults who rehearse the factual or perceptual aspects of an event identify source better than those who rehearse affective aspects (Hastroudi et al., 1994) • Adults find it easier to identify the source of statements when adopt an Other-focus (Johnson et al., 1996)

  9. Experiment 1 Aims: • Examine whether adopting an Other-focus improve preschoolers’ source monitoring ability • Examine the relationship between source monitoring and a developing theory of mind

  10. Source Memory Task Exp. 1 “I really like going to Chuck E. Cheese.” “I really don’t like to eat broccoli!” Self-focus: “Do you feel the same way as my friend?” Other-focus: “Tell me how my friend feels.”

  11. Testing ProcedureExp. 1 • “Did you hear, ‘I really like going to Chuck E. Cheese.’ ?” • If yes, “Did Billy say it, or did Ashley say it, or shake your head ‘no’ if nobody said it.”

  12. Theory of Mind (ToM) TasksExp. 1 • False-belief tasks used to assess “other” theory of mind (Perner et al., 1987; Flavell et al., 1983) • E.g., Rock/Sponge task • How-know tasks used to assess “self” theory of mind (Perner & Ruffman, 1995) • E.g., “Did I tell you or did you see where the ball was hidden?”

  13. Recognition ScoresExp. 1

  14. Source Monitoring ScoresExp. 1

  15. ToM Results False-belief tasks • No age differences • Children who passed had better recognition than children who failed • No effect on source monitoring scores How-know tasks • 5-year-olds answered more “how-know” questions correctly than 4-year-olds • No effect on recognition or source monitoring scores

  16. ConclusionsExp. 1 • Adopting an Other-focus during encoding improves source monitoring, at least for 5-year-olds • Self focus improves recognition • 4-year-olds may benefit from taking an Other-focus if the speakers’ emotions are more salient

  17. Experiment 2 Aims: • Examine the benefit of Other-focus when the speakers are both seen and heard • Examine whether adopting Other-focus improves SM when the speakers are similar

  18. Source Memory TaskExp. 2 • Watch a video of two similar females make statements about various topics (e.g., “Hot dogs are so gross!”) • Easier response alternatives

  19. Testing ProcedureExp. 2 “Did Mandy, Elizabeth, or no one say, ‘Hot dogs are so gross!’?”

  20. Recognition ScoresExp. 2

  21. Source Monitoring ScoresExp. 2

  22. ConclusionsExp. 2 • Adopting an Other-focus during encoding improves source monitoring when the sources are similar, at least for 5-year-olds • There is a shift in source monitoring between 4 and 5 years with regard to emotional focus

  23. Summary • Other focus improves source monitoring for both similar and dissimilar sources, at least for 5-year-olds • During the preschool years, children begin to bind individual features of an event to form a complex memory • Examining the role of emotional focus is a fruitful direction in understanding the development of source monitoring

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